Living worlds offer a nonlinear, unscripted process for experiencing and safely learning the cognitive complexity and nuance of culture through emergent high-fidelity simulation. The 3D Asymmetric Domain Analysis and Training model uses visual, auditory, behavioral, and cultural models for immersive cultural training using the living-world construct.

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This action-research project was conducted in three Quebec schools and its aim was to support resource teachers that teach high school students at risk and with learning difficulties. All participating resource teachers (N = 29) attended collaborative teachers-researchers meetings focusing on the characteristics and needs of students' with learning difficulties as well as on effective reading and writing strategies and procedures. Additionally, a test on their sense of self-efficacy was administered before and after the training. The paper also describes the mentoring and collaboration processes, the effects they had on actual classroom practices and on resource teachers' sense of selfefficacy. The facilitators and the obstacles encountered will also be presented and a few solutions will be proposed to improve this type of collaboration.

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While traditional seating (also known as fixed seating or fixed classroom) remains the preferred classroom seating arrangement for teachers, a new type of seating arrangement is becoming more common in schools: the flexible classroom (also known as flexible seating). The purpose of this type of arrangement is to meet the needs of students by providing a wide variety of furniture and workspaces, to put students at the center of learning, and to allow them to make choices based on their preferences and the objectives of the task at hand. This study aimed to examine the influence of flexible seating on the wellbeing and mental health of elementary school students. This article presents the results of exploratory research conducted in Quebec among Grade 5 and 6 students comparing the wellbeing and mental health of students in fixed and flexible classrooms. The study was conducted with 107 students in three Grade 5 and 6 flexible classrooms (n = 51) and three Grade 5 and 6 fixed classrooms (n = 56). It is based on a quasi-experimental, quantitative design with post-test only and a control group. The groups were matched based on natural conditions (i.e., from a convenience sample). Furthermore, the study included a gender-differentiated analysis for each group. The results showed that flexible classroom seating had a positive influence on the girls’ wellbeing and mental health. In contrast, for the boys, fixed classroom seating was most conducive to their wellbeing and mental health. However, our study has some limitations that are discussed in the article.

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